OVERVIEW OF INFORMAL READING ASSESSMENTS ALL ASSESMENTS SHOULD BE GIVEN ONE-ON-ONE

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1 OVERVIEW OF INFORMAL READING S ALL ASSESMENTS SHOULD BE GIVEN ONE-ON-ONE LETTER/SOUND Ability to recognize letters and Show a student one letter at a Many students enter Assess letter/sound (ALPHABET) sounds time and ask: Kindergarten with the recognition three times a RECOGNITION Can you tell me what letter this is? ability to recognize letters year. At the beginning, (Record response) Few students recognize middle and end of Can you tell me the sound it letter sounds Kindergarten. makes? Both are taught in (Record response) Kindergarten CONCEPTS OF PRINT Understanding: Give student a book and ask the Some students enter Assess concepts of print That print has meaning following questions: Kindergarten with an twice per year. At the That print can be used for Can you show me? understanding of print beginning and mid-year different purposes A letter concepts, but other students during Kindergarten. The relationship between print A word must receive instruction in this and speech A sentence area There is a difference between A space letters and words Point to the end of the sentence That words are separated by (punctuation mark) spaces The front of the book That there is a difference The back of the book between words and sentences Where I should start reading this That there are (punctuation) story marks that signal the end of a How should I hold this book sentence Show me the title of the book That books have parts such as a How many words are in this front and back cover, title page, sentence and spine That stories have a beginning, middle and end That text is read from left to right and from top to bottom Overview of Informal Reading Assessments: ReadingRockets.org 1

2 PHONOLOGICAL AWARENESS 1. Recognizes a word in a sentence Ability to segment a sentence How many words are in this sentence? I am happy. (Response: 3) Age 3 2. Recognizes a rhyme Ability to identify words that have the same ending sound Do these words rhyme? Big, Fig (Response: yes) What about Key, Tree? (Response: yes) Age 4 3. Recognizes a syllable Ability to separate or blend words the way that they are pronounced Syllable Blending: I am going to say a word in parts. Listen: o..pen What word did I say? (response: open) Age 4 At the beginning, midyear Syllable Segmentation: Can you tell me the two word parts in open? (response: o.pen) Kindergarten Syllable Deletion: Say open without the pen (response: o) Kindergarten 4. Understands onsetrime Ability to blend the first sound in the word (onset) and the rest of the word (rime) What word do these sounds make? /s/---/ee/ (Response: see) How about: /h/----/op/? (Response: hop) The middle of Kindergarten Overview of Informal Reading Assessments: ReadingRockets.org 2

3 PHONEMIC AWARENESS 1. Phoneme Matching Ability to identify words that begin with the same sound Which words sound alike: man, sat, sip? (Response: sat, sip) The middle of Kindergarten 2. Phoneme Isolation Ability to isolate a single sound from within a word Phoneme Isolation: Initial (first) Sound: What s the first sound in sat? (Response: /s/) The middle of Kindergarten Phoneme Isolation Final (Last) Sound: What s the last sound in sat? (Response: /t/) Late Kindergarten or Early in Phoneme Isolation Medial (Middle) Sound: What s the middle sound in sat? (Response: /a/) Late Kindergarten or Early in 3. Phoneme Blending Ability to blend individual sounds into a word What word do these sounds make /h/-/o/-/t/? (Response: hot) Late Kindergarten or Early in Overview of Informal Reading Assessments: ReadingRockets.org 3

4 4. Phoneme Segmentation 5. Phoneme Manipulation Ability to break a word into individual sounds Ability to modify, change, or move the individual sounds in a word What sounds do you hear in the word hot? (Response : /h/-/o/-/t/) Let s try another one. How many sounds do you hear in hot? (Response: 3) Phoneme Manipulation: Initial (first) Sound: Say mat without the /m/ sound. (Response: at) Phoneme Manipulation: Final (last) Sound: Say mat without the /t/ sound. (Response: ma) Phoneme Manipulation Substitution: Say pig. (Response: Pig) Now change the /p/ in pig to /f/ (Response: Fig) Middle to End of Grade Grade 2 1- Overview of Informal Reading Assessments: ReadingRockets.org 4

5 INFORMAL READING Grade level reading Teacher chooses a grade The Informal Reading INVENTORY (ALSO level passage for student to Inventory is an on-going KNOWN AS) Fluency read. As child is reading assessment, and should QUALITATIVE READING teacher completes: be completed several INVENTORY Comprehension times throughout the A running record child's schooling. In Vocabulary RUNNING RECORDS A measure of fluency 1 st 12 th Informal Reading kindergarten, perform the Oral reading accuracy rate Inventory twice per year, at mid-year and at the After student reads, end of school. In first Oral reading accuracy (The strategies a child uses to decode unfamiliar words) teacher checks for understanding through explicit and implicit questions. Teacher chooses a passage for a child to read. Child reads aloud. As a child reads aloud teacher takes notes on words read correctly and incorrectly. 1 st 3rd and second grades, it should be done three times, at the beginning of the school year, at midyear, and at the end of the year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress. Running records should be assessed several times throughout the year to help in teaching further strategies for students Overview of Informal Reading Assessments: ReadingRockets.org 5

6 READING FLUENCY Teacher assigns an appropriate Fluency assessments reading passage for student to should be completed read aloud. throughout the year How many words a child reads correctly in one minute Teacher completes a running record (taking note of words read correctly and incorrectly). Teacher completes this running record for one minute. 1 st 3rd WORD RECOGNITION Sight word vocabulary at a given grade level Teacher asks child to read from a list of words Kindergarten 2 nd Three times during the year in grades Kindergarten 2 nd PHONIC ELEMENTS Phonic elements at a given grade level What sound do the letters sh make? (Response: /sh/) 1 st 3 rd Several times throughout the year to help guide instruction How can I turn cap into cape? (Response: adding an e to the end of the word) Overview of Informal Reading Assessments: ReadingRockets.org 6